This document discusses project-based learning (PBL) in online environments. It emphasizes creating learner autonomy through scaffolding, interactive tools, and authentic assessments. Constructivist practices like PBL combined with learner-centered pedagogies (LCPs) provide best practices for online teaching. Tools and strategies discussed support collaboration, participation, and developing 21st century skills through student-centered projects.

1. Project Based Learning: Virtually Authentic Dr. Kerry Rice, Boise State University Barbara Frey, Connections Academy

2. Agenda Introductions The “Teacher” in Online Teaching Constructivist practices in a digital age LCP’s + PBL = Best Practice Lesson Development

3. The “TEACHER” in Online Teaching

4. How are constructivist practices translated to the online environment?

5. From Theory to Practice

6. Learner Autonomy Virtual Learning Scaffolding Model Learner Autonomy Learner Autonomy Student-centered Engaging Construct active learning Supports learning through varied instructional tools and strategies

7. Technology

8. Learning Portals

9. Communication Tools

10. Writing and Reflection Tools

11. Collaboration Tools

12. Web-Based Multimedia Tools

13. Networking Tools

14. Instructional Teaching Aids

18. Tool-Centered vs. Learner-Centered

19. LCP’s PBL BestPractice 21st Century Skills

20. Active Participation Collaboration and Community Building Learner Autonomy Authentic Assessment 21st Century Skills

21. The ability and motivation to take responsibilityfor one's own learning. Learner Autonomy Supported through: Scaffolding and careful guidance Instructional learning aids Modeling and prompting Coaching strategies Reflective thinking and problem solving

22. Learner Autonomy Interactive Simulations Learner Autonomy John Travoltage web-based simulation at Phet

23. Interactive Learning Aids Learner Autonomy

24. Learner Autonomy Multimedia Learner Autonomy

25. Learner Autonomy Negotiated Inputs and Outcomes Learner Autonomy

26. Learner Autonomy Reflection Learner Autonomy

27. Collaboration and Community Building Strong feelings of community have been shown to promote a greater sense of well-being among learners as well as increases in engagement, cooperation, commitment to group goals, information flow, and satisfaction in group interactions. Supported through: Authentic projects and assessments Role assignments Teamwork Peer review Strategies to structure activities (consensus building, Tuning Protocol, Fishbowl Method)

29. Collaboration and Community Building Collaborative Resources

30. Collaboration and Community Building Collaborative Spaces

31. Collaboration and Community Building Online Instructional Spaces Role Play Think-Pair-Share by assigning email pals or “web-buddies” Modify fishbowl by dividing the class into 2 groups, allowing group 1 to contribute the first half of the week and group 2 to contribute the second half. Writing Roulette – each learner adds to expanding class story Class voting and polling Debate Consensus building Student generated discussion questions Peer review

32. Collaboration and Community Building Online Social Spaces Virtual Icebreakers Share favorite Websites “Student lounge”, “Recess” Question Cafe PLC’s http://teacherstream.org

33. Global Spaces

34. Multiplayer Gaming

35. Active Participation Interactions within the learning community as well as engagement with the content being studied. Supported through: Authentic, collaborative, inquiry-based projects Negotiated learning outcomes Active research in the field Partnerships with the outside community

36. Active Participation Role Assignment Discussion leader Resource provider Tech support Class Twitter contribution Role play games

37. Active Participation Choice

38. Active Participation Real-Time Communication Live presentations and lectures Guest speakers One-on-one tutorials and mentoring Group discussions and activities Informal chat sessions Question and answer sessions Adobe Connect

39. Active Participation Structured Learning Paths

40. Instructional environments that promote a process rather than an end product necessitate the development of assessments that are progressive rather than summative. Authentic Assessment Supported through: Timely and consistent instructor and peer feedback Reflection Authentic purpose Dissemination to “real-world” audiences

41. Written assignments Participation in online discussions Publication of student work /presentations Online quizzes and questions Experiential activities, such as role-play Collaborative assignment work Debates Portfolios Reviews Online Exams (open-book; structured; timed Journals and reflection Complete a simulation or win a game Authentic Assessment

42. Make it Visible Authentic Assessment “I started making this website because I had the Idea of instead of just doing a project paper for my class I could spread my information around the continents...”

43. Make it Meaningful Authentic Assessment Cell Phone Extravaganza http://www.mathalicious.com/?p=1694 Warranty For You http://www.mathalicious.com/?p=1547

45. Flexibility and adaptability

46. Initiative and self-direction

47. Leadership and responsibility

48. Productivity and accountabilityGlobal awareness Digital, information, media and social literacy Financial, business and economical literacy Creativity Critical thinking and problem solving

49. Active Participation Collaboration and Community Building Learner Autonomy Authentic Assessment 21st Century Skills

50. Map It Project Example Math and Geography Hands-on Real-time communication LiveLesson®activities focus on the student’s immediate environment using functions such as: chat interactive whiteboard, voice over IP Polling Delayed-time activities Word processing, presentation software, email and message boards complete a chart or study guide read a book write in their math journal Post in the message board 46

51. Map It Lesson Chart

53. Collaboration and Community Building Message Board Responses Message Boards > Colorado CA Schoolhouse > Teacher Message Boards: How Big is a Foot? 2/21/2006 5:57 PM Sandra Reply • Quote • Edit • 1. The guy that made it had small feet. The King had large feet. 2. Because they didn't measure with the King's feet.3. They used a mold of the King's foot.4. 12"5. A ruler. Alex 5/2/2006 3:01 PM Ryan Reply • Quote • Edit • 1. The apprentice's feet were too small.2. They didn't have a yardstick.3. They made a copy of the king's foot.4. It was about one foot. It was about a foot on the yardstick picture.5. They use a yardstick. Ryan 5/2/2006 3:05 PM Ethan Reply • Quote • Edit • 1. The apprentice's feet were smaller than the king's feet.2. They didn't have any standard units of measuring.3. When the apprentice realized that the king's feet were bigger than his, a sculptor got a marble copy of the king's foot for the apprentice to use.4. It was obviously a foot. That's where they got the standard unit of measure, the foot.5. They use units of measuring such as yards, inches, and feet. Ethan

54. Sample Benchmark Projects Authentic Assessment

55. 51

57. Reducing our Carbon Footprint Lesson Chart

59. http://missbakersbiologyclasswiki.wikispaces.com/Louis

61. How will your classroom be transformed? Kerry Rice Department of Educational Technology Boise State University krice@boisestate.edu Barbara Frey Connections Academy bfrey@connectionsacademy.com

62. Resources Boise State University, Department of Educational Technology:http://edtech.boisestate.edu PBL-Online: http://pbl-online.org Buck Institute for Education: http://www.bie.org Project Library: http://www.bie.org/tools/links/pbl_in_practice Mathalicious: http://www.mathalicious.com/index.php K-12 Online Teaching Strategies resource site:https://sites.google.com/site/onlineteachingstrategies/ Research Committee Issues Brief: Examining Communication and Interaction in Online Teaching, iNACOL (September 2009) Blended Learning: The Convergence of Online and Face-To-Face Education Partnership for 21st Century Skills. 2004. Framework for 21st century learning. http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120